High school English is not an easy subject to teach and assess... In fact, one of the main reasons why I am no longer in the classroom is the time commitment to grading. After 10 days of being up past 12:00 midnight, my husband made me promise to find a new way of grading essays, etc... I did. I started using rubrics and had students create portfolios, but no one else in the department was doing it, and I caught a lot of slack for it. In fact, my department chair wanted me to grade traditionally, so I had to go back to grading essays the way she and others did.
That was eight years ago... They probably all use rubrics now and grading is much less time consuming and laborious. I am a huge proponent of using rubrics properly (giving them to students before they start the creative process) and having them self-assess, peer-assess, and work with the instructor on final assessments using the rubrics. If done properly, the actual grading takes half the time and the product is much better.
When assessing PBL, I would image using rubrics is essential. In essence, the creation of a project is an alternate form of assessment and therefore lends itself to creative grading practices. I would imagine the ideal assessment process with PBL would be much like a portfolio assessment is done... It is probably graded along the way- incrementally and collegially so that the product can be improved. If it were a project I needed to assess, I would be sure to include several opportunities for articulation and reflection.
Finally, inviting an outside audience to assess the projects is key to their success. Students don't always perform at their best for their teachers, especially when they see no real life application of the work. PBL's purpose is to provide an authentic application and audience for knowledge. So, incorporating stakeholders who can motivate and inspire the students is very important. Making sure that they fully understand the syllabus (and perhaps work with the students and facilitator to develop it) is also imperative.
I think if all of these things can be accomplished, the projects can be assessed with little pain for the students or the instructors.
It is challenging to be the trailblazer on a team. I applaud you for trying. Yes, rubrics are now being used to assess projects and presentations. I just shared with a colleague that I needed to create a rubric to assess writing projects of my students. I definitely like the idea of self and peer assessments. This week, my students are sharing their book report presentations. I have videotaped them and will send it home so that they may assess themselves in preparing for the next presentation.
ReplyDeleteWhat a great idea to have an outside audience assess projects!
Jordan, I like your idea of inviting n outside audience to assess the students' projects. As you discussed, the purpose of the PBL after all is to have students see the value of learning in a real world. Involving the real world audience should further motivate students in their project. I wonder how supportive the actual schools are of this way of assessments. Hmmm...
ReplyDeleteI think a lot about grading with rubrics. I think rubrics are good for setting project expectations, but there should be more grading like you described. Teaching 115 kids and doing it properly (like you did) is impossible in the time we are paid for. An impossible situation has been created and teachers do their best to deliver. Just last week, I graded these two-paragraph answers my kids turned in for social studies. I graded them...marked them, underlined them. These are the comments I heard, "She READS them?" "What are these marks for?" One can't fault a teacher for not marking. Taking 5 mintes to properly mark-up an essay for 115 students? That takes 9 hours and 58 minutes. Then one must enter the grades...field complaints from parents about how you graded the essay, etc.. I see it as my mission to create situations that teachers will say, "Now, that makes sense. I can do that." That, however, is a challange.
ReplyDelete--Angie
Jordan, will you please come be an English teacher at GACS when Charlie is old enough to have you for a teacher? Your posts are always so insightful and inspiring. I know you must have been wonderful.
ReplyDelete..and you're right about your colleagues. I bet they all use rubrics and portfolios now!
I absolutely agree with you that using portfolios, rubrics, peer-editing, and revisions results in a better end-product. I also agree with you that having an actual audience to view the final product would yield better projects as well. I've started having students post their videos that they create in a gallery on our LMS and allowing them to view each other's work. It's amazing how much more involved the kids are when they realize it's not just me who will see their work. I can only imagine if there was going to be an even bigger audience.